Edmodo's Update Looks More Like Facebook!

To contact us Click HERE
A while back, I did a posting about 35 Social Networking Programs Other Than Facebook and Twitter. The program that still stands out as the best is Edmodo, which recently upgraded its appearance. It now looks even more like Facebook, and your students will enjoy using it for that reason alone. Edmodo offers you and your class a private social network, where you can have class discussions or message students privately. 
 I love Edmodo's version of the "like" button in Facebook:  If you haven't looked at Edmodo, you're missing a really wonderful free program.

Let's Teach Our Students About Copyright: 15 Sites Which Can Assist You

To contact us Click HERE
An important area for all teacher-librarians to cover is copyright law. Students (and teachers) are really not aware of what they can and can't do legally. I teach my students about plagiarism and copyright because they will be held accountable if they do not follow the law. This list has been added to the Teacher-Librarian page. The Code of Best Practices in Fair Use for Media Literacy Education- assists teachers in fair use doctrine; from the Center for Social Media

Copyright Advisory Network- "a way for librarians to learn about copyright and seek feedback and advice from fellow librarians and copyright specialists"

Copyright Basics- from Copyright Kids!

Copyright and Fair Use Guidelines for Teachers- PDF document

Creative Commons- various sharing methods explained

Cyberbee- cute interactive for grades 4-9

Fair Use Evaluator- "understand how to determine the "fairness" of a use under the U.S. Copyright Code."

Fair Use Wiki- the fair use clause explained

Taking the Mystery Out of Copyright- from the Library of Congress; interactive for kids in grades 4-8

Teaching Copyright- Five 60-minute lessons

TeachersFirst Copyright and Fair Use Resources

United States Copyright Office- search records, register works


What is Copyright?- wiki managed by by teacher Mary Beth Hertz

Webpage Deleted? I Don't Think So

To contact us Click HERE
When my students train for the Library-Media Council, I have them play a great shelving game called Order in the Library. In the last several months, it just disappeared from the University of Texas' site, apparently taken down by its creator. BUT.....those of you who know me are well aware that I don't give up that easily. I went to the Wayback Machine, which is part of the Internet Archive site. Since 1996, they have stored 240 billion URLs!  All you have to do is search your deleted site as seen below:

As for Order in the Library, my students are able to play the shelving game here thanks to the Wayback Machine. Remember: your students may "think" they deleted something, but it's still there......

It's All About the Book: When Controversy Gets in the Way

To contact us Click HERE
I am currently involved in book inventory, with weeding taking place simultaneously. Currently in the biography section, I came across Lance Armstrong's book entitled "It's Not About the Bike", which details his battle with cancer. Thinking about Mr. Armstrong's recent fall from grace involving steroid use, (and his decision not to cooperate with the U.S. Anti-Doping Agency's investigation of performance-enhancing drug use in cycling) I am trying to decide whether or not to pull his book from the shelf.  I found these opinions on the web:

Australian Library Puts Lance Armstrong Books in the Fiction Section

Lance, Lies, and the Library

Manly Public Library's Solution

What are you going to do in your school library? I am interested in your opinion!

You Don't Need to be exquisite But Your Writing Does

To contact us Click HERE

Having written since I was a kid, I've met many authors, writers and journalists along the way. While we don't all fit the stereotype of the robed, sleepless, alcoholic writer hunched over a typewriter in the attic, we do have much in common. In expanding to being the winners of spelling bees and hoarders of dictionaries and other books, we love words. We love to read them, hear them, speak them and write them. We love them to a fault.

We must have the right words in the right place at the right time. And, possibly more importantly, they must be written flawlessly. We won't accept typos, spelling errors or grammatical snafus, because mistakes interrupt the flow and the meaning of our words. As a result, we expect perfection and we don't tolerate errors from ourselves or others. This religious doctrine makes it difficult to be a writer at times, but we can't help ourselves. We are obsessed with perfection.

Apa Format Example Paper

Living this way can make it difficult to meet deadlines, however, as we await the ideal word, headline or first paragraph. Sometimes we must settle for less. Sometimes we even have to settle for pretty good. It's a harsh reality, but at some point, we have to unblemished our latest assignment or task and turn it in so we can get paid. We have to let go of the perfection we covet, because it isn't going to bless us with its presence today.

You Don't Need to be exquisite But Your Writing Does

MLA Handbook for Writers of Research Papers Best

Rate This Product :

MLA Handbook for Writers of Research Papers Feature

• ISBN13: 9780873529860
• Condition: USED - Very Good
• Notes: 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

MLA Handbook for Writers of Research Papers Overview

The MLA Handbook is published by the Modern Language Association, the authority on MLA documentation style. Widely adopted in high schools, colleges, and publishing houses, the MLA Handbook treats every aspect of research writing, from selecting a topic to submitting the completed paper. The expanded, revised, and redesigned sixth edition of the Handbook is a complete, up-to-date guide to documentation style and online research.

Customer Reviews

*** Product Information and Prices Stored: Feb 26, 2012 14:47:20

Our editors, however, see it differently. They will expect perfection, not because they are masochists but because it makes their jobs easier. If our work is flawless, they have less to do. They can focus on other writer's work or planning their next issue or project. To endear ourselves to them (and to get more work), we must dutifully comply. The issue is trying to equilibrium our desire to be perfect with the reality that we will never be. We can come close though by thought about proofreading, editing and fact-checking our work prior to submission. Here's how.

Proofreading-checking for spelling, punctuation, grammatical and formatting errors-can be a tedious, cumbersome task, particularly when attempting to proof your own work, but it can be done. I normally proofread on my computer screen first, development edits as I go. When done, I print off a hard copy and go straight through line by line, reading out loud as I go. I find that I observation errors in print that I don't see on screen, and reading out loud helps me to find words that I've missed or used incorrectly (e.g., there instead of their). For well important assignments, I'll ask person else to proof it as well. In fact, I have an editing buddy with whom I trade proofreading help. I have also tried reviewing the copy backwards and reviewing for a separate item while each pass straight through the text. For example, the first time I read straight through it, I might focus on spelling, the next time on grammar, etc. Make sure you have your dictionary and grammar guide handy too while this stage.

Editing. In expanding to proofreading, I also copyedit my work, meaning I check for misplaced modifiers, tell style, check for flow, etc. This process is more intense than proofreading and can take awhile. It is also difficult to do immediately after finishing an assignment, so I will set it aside until morning when I can look at it with "fresh eyes." Often major errors will jump off the page, begging to be corrected. while this phase, you'll need to have your handy stylebook out (Ap, Apa, Chicago by hand of Style, etc.) to be sure that you've followed the accepted guidelines for things like capitalization, numbers (figures versus text) and references.

Fact-checking. Many publications, particularly magazines, will fact-check your work. In other words, they'll verify the spelling of allowable names, check dates, key facts, website addresses, phone numbers and more. While publications often hire person to do this task, by doing it yourself first, you can save the publication time and money, again development it easier to work with you. When I fact-check my writing, I first double-check the spelling of all names and places. I look at reference materials (brochures, bios, enterprise cards, etc.) that I've been given, and I search online. If I am unsure, I'll phone the traditional source to confirm a spelling. I do the same thing with dates. For key facts, I do an Internet search, marking my source to either contribute to the fact-checker up front or for my own reference should I be questioned later. This was particularly helpful when I wrote an description about a coal mine explosion in the early 1900s. My editor wanted to confirm that a single mining town was second in size only to Seattle. Before she was willing to allow me to make that statement, she wanted verification.

In spite of these techniques, we are human and it is still possible that an error will occasionally slip straight through the cracks. However, if you are diligent in your effort to submit well-written, well-documented work without definite errors, your editors and publishers will be more likely to turn to you rather than the other guy - you know who I mean - the writer who thinks he's great but who can't spell his way out of a paper bag. Make sure you are the one they turn to for stellar, (nearly) flawless work.

Happy Writing!

Copyright (c) 2007 Dana Blozis

You Don't Need to be exquisite But Your Writing Does

Let's Teach Our Students About Copyright: 15 Sites Which Can Assist You

To contact us Click HERE
An important area for all teacher-librarians to cover is copyright law. Students (and teachers) are really not aware of what they can and can't do legally. I teach my students about plagiarism and copyright because they will be held accountable if they do not follow the law. This list has been added to the Teacher-Librarian page. The Code of Best Practices in Fair Use for Media Literacy Education- assists teachers in fair use doctrine; from the Center for Social Media

Copyright Advisory Network- "a way for librarians to learn about copyright and seek feedback and advice from fellow librarians and copyright specialists"

Copyright Basics- from Copyright Kids!

Copyright and Fair Use Guidelines for Teachers- PDF document

Creative Commons- various sharing methods explained

Cyberbee- cute interactive for grades 4-9

Fair Use Evaluator- "understand how to determine the "fairness" of a use under the U.S. Copyright Code."

Fair Use Wiki- the fair use clause explained

Taking the Mystery Out of Copyright- from the Library of Congress; interactive for kids in grades 4-8

Teaching Copyright- Five 60-minute lessons

TeachersFirst Copyright and Fair Use Resources

United States Copyright Office- search records, register works


What is Copyright?- wiki managed by by teacher Mary Beth Hertz

Webpage Deleted? I Don't Think So

To contact us Click HERE
When my students train for the Library-Media Council, I have them play a great shelving game called Order in the Library. In the last several months, it just disappeared from the University of Texas' site, apparently taken down by its creator. BUT.....those of you who know me are well aware that I don't give up that easily. I went to the Wayback Machine, which is part of the Internet Archive site. Since 1996, they have stored 240 billion URLs!  All you have to do is search your deleted site as seen below:

As for Order in the Library, my students are able to play the shelving game here thanks to the Wayback Machine. Remember: your students may "think" they deleted something, but it's still there......

Sending Really Large Files? Here are a Dozen Free Sites to Choose From

To contact us Click HERE
Last week I received an email from someone who was looking to send a really large video file to another educator. I have personally used Google Drive to share really large photos and it has worked really well. But what if you have one file which is 5G? The free Google Drive account houses a max of 5G, which is usually enough for most people, but could create a problem for those with many huge files. The list below specifies the max file size you can send.

1fichier.com- up to 10G; view in 7 different languages

Bay Files- new features allows up to 5G in size

Box- up to 1G

DropSend- up to 2G

File Dropper- up to 5G file

GE.TT- 2G

Google Drive- your free account can store up to 5G

JustBeamIt- up to 2G file size

LargeFilesASAP- up to 2G

Send6- free and $$ plans; 250MB

WeTransfer- up to 2G

Zeta Uploader

It's All About the Book: When Controversy Gets in the Way

To contact us Click HERE
I am currently involved in book inventory, with weeding taking place simultaneously. Currently in the biography section, I came across Lance Armstrong's book entitled "It's Not About the Bike", which details his battle with cancer. Thinking about Mr. Armstrong's recent fall from grace involving steroid use, (and his decision not to cooperate with the U.S. Anti-Doping Agency's investigation of performance-enhancing drug use in cycling) I am trying to decide whether or not to pull his book from the shelf.  I found these opinions on the web:

Australian Library Puts Lance Armstrong Books in the Fiction Section

Lance, Lies, and the Library

Manly Public Library's Solution

What are you going to do in your school library? I am interested in your opinion!

You Don't Need to be exquisite But Your Writing Does

To contact us Click HERE

Having written since I was a kid, I've met many authors, writers and journalists along the way. While we don't all fit the stereotype of the robed, sleepless, alcoholic writer hunched over a typewriter in the attic, we do have much in common. In expanding to being the winners of spelling bees and hoarders of dictionaries and other books, we love words. We love to read them, hear them, speak them and write them. We love them to a fault.

We must have the right words in the right place at the right time. And, possibly more importantly, they must be written flawlessly. We won't accept typos, spelling errors or grammatical snafus, because mistakes interrupt the flow and the meaning of our words. As a result, we expect perfection and we don't tolerate errors from ourselves or others. This religious doctrine makes it difficult to be a writer at times, but we can't help ourselves. We are obsessed with perfection.

Apa Format Example Paper

Living this way can make it difficult to meet deadlines, however, as we await the ideal word, headline or first paragraph. Sometimes we must settle for less. Sometimes we even have to settle for pretty good. It's a harsh reality, but at some point, we have to unblemished our latest assignment or task and turn it in so we can get paid. We have to let go of the perfection we covet, because it isn't going to bless us with its presence today.

You Don't Need to be exquisite But Your Writing Does

MLA Handbook for Writers of Research Papers Best

Rate This Product :

MLA Handbook for Writers of Research Papers Feature

• ISBN13: 9780873529860
• Condition: USED - Very Good
• Notes: 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

MLA Handbook for Writers of Research Papers Overview

The MLA Handbook is published by the Modern Language Association, the authority on MLA documentation style. Widely adopted in high schools, colleges, and publishing houses, the MLA Handbook treats every aspect of research writing, from selecting a topic to submitting the completed paper. The expanded, revised, and redesigned sixth edition of the Handbook is a complete, up-to-date guide to documentation style and online research.

Customer Reviews

*** Product Information and Prices Stored: Feb 26, 2012 14:47:20

Our editors, however, see it differently. They will expect perfection, not because they are masochists but because it makes their jobs easier. If our work is flawless, they have less to do. They can focus on other writer's work or planning their next issue or project. To endear ourselves to them (and to get more work), we must dutifully comply. The issue is trying to equilibrium our desire to be perfect with the reality that we will never be. We can come close though by thought about proofreading, editing and fact-checking our work prior to submission. Here's how.

Proofreading-checking for spelling, punctuation, grammatical and formatting errors-can be a tedious, cumbersome task, particularly when attempting to proof your own work, but it can be done. I normally proofread on my computer screen first, development edits as I go. When done, I print off a hard copy and go straight through line by line, reading out loud as I go. I find that I observation errors in print that I don't see on screen, and reading out loud helps me to find words that I've missed or used incorrectly (e.g., there instead of their). For well important assignments, I'll ask person else to proof it as well. In fact, I have an editing buddy with whom I trade proofreading help. I have also tried reviewing the copy backwards and reviewing for a separate item while each pass straight through the text. For example, the first time I read straight through it, I might focus on spelling, the next time on grammar, etc. Make sure you have your dictionary and grammar guide handy too while this stage.

Editing. In expanding to proofreading, I also copyedit my work, meaning I check for misplaced modifiers, tell style, check for flow, etc. This process is more intense than proofreading and can take awhile. It is also difficult to do immediately after finishing an assignment, so I will set it aside until morning when I can look at it with "fresh eyes." Often major errors will jump off the page, begging to be corrected. while this phase, you'll need to have your handy stylebook out (Ap, Apa, Chicago by hand of Style, etc.) to be sure that you've followed the accepted guidelines for things like capitalization, numbers (figures versus text) and references.

Fact-checking. Many publications, particularly magazines, will fact-check your work. In other words, they'll verify the spelling of allowable names, check dates, key facts, website addresses, phone numbers and more. While publications often hire person to do this task, by doing it yourself first, you can save the publication time and money, again development it easier to work with you. When I fact-check my writing, I first double-check the spelling of all names and places. I look at reference materials (brochures, bios, enterprise cards, etc.) that I've been given, and I search online. If I am unsure, I'll phone the traditional source to confirm a spelling. I do the same thing with dates. For key facts, I do an Internet search, marking my source to either contribute to the fact-checker up front or for my own reference should I be questioned later. This was particularly helpful when I wrote an description about a coal mine explosion in the early 1900s. My editor wanted to confirm that a single mining town was second in size only to Seattle. Before she was willing to allow me to make that statement, she wanted verification.

In spite of these techniques, we are human and it is still possible that an error will occasionally slip straight through the cracks. However, if you are diligent in your effort to submit well-written, well-documented work without definite errors, your editors and publishers will be more likely to turn to you rather than the other guy - you know who I mean - the writer who thinks he's great but who can't spell his way out of a paper bag. Make sure you are the one they turn to for stellar, (nearly) flawless work.

Happy Writing!

Copyright (c) 2007 Dana Blozis

You Don't Need to be exquisite But Your Writing Does

It's All About the Book: When Controversy Gets in the Way

To contact us Click HERE
I am currently involved in book inventory, with weeding taking place simultaneously. Currently in the biography section, I came across Lance Armstrong's book entitled "It's Not About the Bike", which details his battle with cancer. Thinking about Mr. Armstrong's recent fall from grace involving steroid use, (and his decision not to cooperate with the U.S. Anti-Doping Agency's investigation of performance-enhancing drug use in cycling) I am trying to decide whether or not to pull his book from the shelf.  I found these opinions on the web:

Australian Library Puts Lance Armstrong Books in the Fiction Section

Lance, Lies, and the Library

Manly Public Library's Solution

What are you going to do in your school library? I am interested in your opinion!

Edutopia: on 'How Did School Do?'

To contact us Click HERE
by Shelly Blake-Plock

Edutopia published a guest post of mine today about the 'How Did School Do' project. Here's a snippet...

It wasn’t long ago that language arts teacher Wheeler and his Lakewood City School District biology-teaching colleague Ken Kozar –- along with a class of eager 10th graders –- realized that certain questions weren’t being asked online. And one question above all resonated with teacher and student alike: How did school do?

Read the whole article at Edutopia.

We Can't Define Social Media

To contact us Click HERE
by John T. Spencer

Educators clamor for open access to social media in schools. We (including me) write about the need to teach digital citizenship to the digital natives. And yet . . . how do we even define social media? I witnessed many metaphors yesterday and each one of them seemed to suggest that we are attempting to find things in our physical world in order to make sense out of the digital.

I'm not sure it does make sense. At least not to me.


LocationShould we view social media as a public location? If so, does it matter where one tweets from if he or she is "on Twitter?" Is it about the network? the equipment? If it is a space, is it truly public? Does it make a difference that someone must willfully follow a person on Twitter or "friend" a person on Facebook? My speech is, in this sense, less public than it would be at a supermarket or a baseball game.

Defining social media through the lens of location becomes tricky, though. Twitter is, on some level, a spaceless space. It is real-time, but not bound by time. My words do not evaporate the way they do in conversation. Instead, I leave a ticker-tape of thoughts behind me for anyone to pick up asynchronously. In addition, social media allow users to be in many places at the same time in a way that is simply not possible without a horcrux (Harry Potter reference). 
If I can speak openly about my faith at Starbucks with a group of friends then what changes if it in a tweet instead? The size of the group, perhaps? What size is large enough to be "broadcast?" If this is the case, it would seem that the larger issue is less about the Establishment Clause than the right to assemble publicly.

Content
Should we view social media as the tools we use for the content that we produce? Is it similar to writing a book, publishing a magazine, posting a blog? What makes a tweet different from a bumper sticker in a staff parking lot, where a student might see political, personal or religious speech? How are my Instagram pictures any different from putting photography in a museum? 
The difficulty here is that the content is more accesible than in other forms of media. It is public, open to the entire world anywhere at any time. And unlike other media outlets, it is one in which the creators of the content do not have any voice in who owns the method. 
If so, then are the issues of free exercise and the establishment clause really relevant to social media? At this point, it seems that it would be more an issue of the freedom of the press. It is hard to deny the power of the pocket journalists in the Arab Spring who used social media to report on the issues in the world. 
CommunicationShould we view social media as a method of communicating? Is it simply another form of conversation, not unlike body language, voice, text, etc.? When I'm tweeting am I simply having a conversation with whoever cares to listen? 
The problem here is that social media doesn't work like traditional forms of communication. The permanence, the broadcast nature of each medium, the difficulty in determining who is "listening" make it challenging. Moreover, it becomes even more challenging when it social media, by nature, are multimedia. Twitter involves videos, pictures, symbols, text, all moving digitally. 
IdentityShould we view social media as an expression of one's identity? We use terms like digital citizenship, online identity and branding, which all suggest that social media moves beyond simply communicating and into "being." 
The problem here is that it is easier online to choose anonymity and to craft identity in ways that are much more difficult in person. In addition, social media force the individual to create separate accounts  if he or she wants to compartmentalize. I am always a teacher at school. It is my identity. My speech changes when I am off the clock, outside of school. 
I see a real danger in the notion that employers (especially if it is the government) essentially "owns" a person at all times when he or she uses social media. When the speech is permanent (as it is) and the profile is static (as it is), I don't have the chance to switch roles and responsibilities. 
What does it mean, then, to protect the personal side of a teacher (or any worker) online? At what point does a teacher still represent a school even when he or she is "away" from that context? 

Cell Phones Don't Annoy People; People Annoy People.

To contact us Click HERE
By Noah Geisel (@SenorG)

Last week, I joined fans of public radio’s This American Life, in shelling out twenty bucks to go to the movie theater for a live taping of the program. Host Ira Glass drew laughs when he talked about the many theater managers nervous that we was encouraging viewers to take out their cell phones during the show. While he was going for laughs, he was dead serious about letting folks fill the theater rooms with screen glow. Dozens of audience members in hundreds of theaters across two continents simultaneously pulled out their smart phones and fired up the app that had been created specifically for this show. Glass introduced the band OK Go, known more for their groundbreaking music videos than pop melodies. The gimmick-geared musicians did not disappoint. The easiest way I can describe the experience: the band played music and with the app the audience played Guitar Hero to accompany them. I think the consensus was that it was pretty cool stuff.

At the end of the song, folks put their phones away and the show, as they say, went on.

Cell phones have become Enemy #1 in subways, movie theaters and pretty much every public space. OK Go and This American Life provide an excellent example of how mobile technology can be mobilized for positive disruption. They succeed in showing that the negative disruptions are a product of the users, not the phones.

This is a good lesson for schools and educators to note. In edu-speak, controlling the impact of cell phones is a classroom management issue, not a cell phone issue. This does not necessarily mean educators need to be incorporating mobile into their lessons (though many readers of this blog probably do); rather, that we are at least embedding into our lessons the idea of responsible cell phone citizenship. Modeling the positive disruptions a la Ira Glass is one of many ways of fostering this important learning.

You Don't Need to be exquisite But Your Writing Does

To contact us Click HERE

Having written since I was a kid, I've met many authors, writers and journalists along the way. While we don't all fit the stereotype of the robed, sleepless, alcoholic writer hunched over a typewriter in the attic, we do have much in common. In expanding to being the winners of spelling bees and hoarders of dictionaries and other books, we love words. We love to read them, hear them, speak them and write them. We love them to a fault.

We must have the right words in the right place at the right time. And, possibly more importantly, they must be written flawlessly. We won't accept typos, spelling errors or grammatical snafus, because mistakes interrupt the flow and the meaning of our words. As a result, we expect perfection and we don't tolerate errors from ourselves or others. This religious doctrine makes it difficult to be a writer at times, but we can't help ourselves. We are obsessed with perfection.

Apa Format Example Paper

Living this way can make it difficult to meet deadlines, however, as we await the ideal word, headline or first paragraph. Sometimes we must settle for less. Sometimes we even have to settle for pretty good. It's a harsh reality, but at some point, we have to unblemished our latest assignment or task and turn it in so we can get paid. We have to let go of the perfection we covet, because it isn't going to bless us with its presence today.

You Don't Need to be exquisite But Your Writing Does

MLA Handbook for Writers of Research Papers Best

Rate This Product :

MLA Handbook for Writers of Research Papers Feature

• ISBN13: 9780873529860
• Condition: USED - Very Good
• Notes: 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

MLA Handbook for Writers of Research Papers Overview

The MLA Handbook is published by the Modern Language Association, the authority on MLA documentation style. Widely adopted in high schools, colleges, and publishing houses, the MLA Handbook treats every aspect of research writing, from selecting a topic to submitting the completed paper. The expanded, revised, and redesigned sixth edition of the Handbook is a complete, up-to-date guide to documentation style and online research.

Customer Reviews

*** Product Information and Prices Stored: Feb 26, 2012 14:47:20

Our editors, however, see it differently. They will expect perfection, not because they are masochists but because it makes their jobs easier. If our work is flawless, they have less to do. They can focus on other writer's work or planning their next issue or project. To endear ourselves to them (and to get more work), we must dutifully comply. The issue is trying to equilibrium our desire to be perfect with the reality that we will never be. We can come close though by thought about proofreading, editing and fact-checking our work prior to submission. Here's how.

Proofreading-checking for spelling, punctuation, grammatical and formatting errors-can be a tedious, cumbersome task, particularly when attempting to proof your own work, but it can be done. I normally proofread on my computer screen first, development edits as I go. When done, I print off a hard copy and go straight through line by line, reading out loud as I go. I find that I observation errors in print that I don't see on screen, and reading out loud helps me to find words that I've missed or used incorrectly (e.g., there instead of their). For well important assignments, I'll ask person else to proof it as well. In fact, I have an editing buddy with whom I trade proofreading help. I have also tried reviewing the copy backwards and reviewing for a separate item while each pass straight through the text. For example, the first time I read straight through it, I might focus on spelling, the next time on grammar, etc. Make sure you have your dictionary and grammar guide handy too while this stage.

Editing. In expanding to proofreading, I also copyedit my work, meaning I check for misplaced modifiers, tell style, check for flow, etc. This process is more intense than proofreading and can take awhile. It is also difficult to do immediately after finishing an assignment, so I will set it aside until morning when I can look at it with "fresh eyes." Often major errors will jump off the page, begging to be corrected. while this phase, you'll need to have your handy stylebook out (Ap, Apa, Chicago by hand of Style, etc.) to be sure that you've followed the accepted guidelines for things like capitalization, numbers (figures versus text) and references.

Fact-checking. Many publications, particularly magazines, will fact-check your work. In other words, they'll verify the spelling of allowable names, check dates, key facts, website addresses, phone numbers and more. While publications often hire person to do this task, by doing it yourself first, you can save the publication time and money, again development it easier to work with you. When I fact-check my writing, I first double-check the spelling of all names and places. I look at reference materials (brochures, bios, enterprise cards, etc.) that I've been given, and I search online. If I am unsure, I'll phone the traditional source to confirm a spelling. I do the same thing with dates. For key facts, I do an Internet search, marking my source to either contribute to the fact-checker up front or for my own reference should I be questioned later. This was particularly helpful when I wrote an description about a coal mine explosion in the early 1900s. My editor wanted to confirm that a single mining town was second in size only to Seattle. Before she was willing to allow me to make that statement, she wanted verification.

In spite of these techniques, we are human and it is still possible that an error will occasionally slip straight through the cracks. However, if you are diligent in your effort to submit well-written, well-documented work without definite errors, your editors and publishers will be more likely to turn to you rather than the other guy - you know who I mean - the writer who thinks he's great but who can't spell his way out of a paper bag. Make sure you are the one they turn to for stellar, (nearly) flawless work.

Happy Writing!

Copyright (c) 2007 Dana Blozis

You Don't Need to be exquisite But Your Writing Does

Let's Teach Our Students About Copyright: 15 Sites Which Can Assist You

To contact us Click HERE
An important area for all teacher-librarians to cover is copyright law. Students (and teachers) are really not aware of what they can and can't do legally. I teach my students about plagiarism and copyright because they will be held accountable if they do not follow the law. This list has been added to the Teacher-Librarian page. The Code of Best Practices in Fair Use for Media Literacy Education- assists teachers in fair use doctrine; from the Center for Social Media

Copyright Advisory Network- "a way for librarians to learn about copyright and seek feedback and advice from fellow librarians and copyright specialists"

Copyright Basics- from Copyright Kids!

Copyright and Fair Use Guidelines for Teachers- PDF document

Creative Commons- various sharing methods explained

Cyberbee- cute interactive for grades 4-9

Fair Use Evaluator- "understand how to determine the "fairness" of a use under the U.S. Copyright Code."

Fair Use Wiki- the fair use clause explained

Taking the Mystery Out of Copyright- from the Library of Congress; interactive for kids in grades 4-8

Teaching Copyright- Five 60-minute lessons

TeachersFirst Copyright and Fair Use Resources

United States Copyright Office- search records, register works


What is Copyright?- wiki managed by by teacher Mary Beth Hertz

Webpage Deleted? I Don't Think So

To contact us Click HERE
When my students train for the Library-Media Council, I have them play a great shelving game called Order in the Library. In the last several months, it just disappeared from the University of Texas' site, apparently taken down by its creator. BUT.....those of you who know me are well aware that I don't give up that easily. I went to the Wayback Machine, which is part of the Internet Archive site. Since 1996, they have stored 240 billion URLs!  All you have to do is search your deleted site as seen below:

As for Order in the Library, my students are able to play the shelving game here thanks to the Wayback Machine. Remember: your students may "think" they deleted something, but it's still there......

15 Great Places to Find Free Webinars

To contact us Click HERE
Free is always good, and what better way to receive PD credits than to attend a webinar!  You can sit in the comfort of your own home and communicate with teachers all over the world. NOTE: This listing has been added the the "FREE" tab at the top.

ASCD

Atomic Learning- webinar archive

BrainPOP Webinars- How Do You Feel? Exploring Social Emotional Learning, From Alaska and the Iditarod Trail … To You!; there is also a webinar archive

Discovery Education- in addition to current calendar listing, you can view the archived webinars here.

 
edtechteacher- Explain Everything: iPad Screencasting and More

Emerging Tech- sponsored by Follett Software; for librarians and media specialists

Free Friday Webinars by Shelly Terrell and American TESOL

The Future of Education- track what's available on your Google calendar

Green Teacher Webinar Series- Using Insects to Motivate Students, Food Systems and Sustainability

Math Solutions- Supporting English Language Learners, Professional Learning Communities

PBS Teachers LIVE!

Scientific Learning- sample webinars include Guided Reading for Every Student Every Day, The Hidden Reason Your Child Struggles to Read

SimpleK12- many are free; some require full access $$

Webinars for the New Animoto Video Creation Process

Webinars for Teacher-Librarians- from the TLCafe; Student Collaboration, Research Skills and Tech Integration, Be the Change You Want to See in your Library Media Center.

Wolfram Alpha- nice list of courses by subject area

Spanish Teachers: 32 Resources for Your Classroom

To contact us Click HERE
I am continuing to add subject areas to my resources. The next page will be for World Language teachers, and today's entry will assist Spanish teachers. As usual, please add any suggestions at the end of this post.


RESOURCES 
Casa Notes- teachers can create typical notes which are given to students or sent home to parents; templates allow for customization

EspañOlé!- "THE On-line Resource for Students and Teachers of Spanish!"

Internet Activities for Foreign Language Classes

Royalty-Free Clip Art Collection for Foreign Language Instruction
 
Spanish Artists- from Artcyclopedia

Spanish Flash Cards

Yahoo! Espana

Yahoo! Mexico

GAMES
17 Fun Games to Play in Spanish Class

Free Printables and Games for the Spanish Classroom-  for grades 2-6
 
Free Spanish Language Games- from Don Quixote

Games and Activities for Spanish Class- Pinterest board

Games to Learn Spanish- hangman, word search, memory

Spanish Class Games- nice Pinterest board

Word Play- Spanish vocabulary game

Yamada Language Guides- this site covers 140 languages and 112 fonts for 40 languages; this is one of the very best guides to language teaching resources on the Web!

LESSON PLANS 
Grades 6-12- from Bright Hub Education

Hello-World- lessons, activities, games

iMendi- language flash cards

The Internet Picture Dictionary

More Spanish- lesson plans and technology for the Spanish classroom

Spanish4Teachers-includes worksheets and fifteen categories, including alphabet, vocabulary, grammar

Spanish Irregular Verbs Quiz 

Spanish is Your Amigo- beginner video lessons

Spanish Lesson Plans- Pinterest board filled with resources

Spanish Regular Verbs Quiz

The Spanish Teachers- covers Spanish I,II,III,IV

Spanish Templates- games, quizzes

Spanish Verb Drills

Spanish Vocabulary Quizzes

TeAchnology- many lessons and activities here

Verbs Online- Spanish verb conjugation trainer

You Don't Need to be exquisite But Your Writing Does

To contact us Click HERE

Having written since I was a kid, I've met many authors, writers and journalists along the way. While we don't all fit the stereotype of the robed, sleepless, alcoholic writer hunched over a typewriter in the attic, we do have much in common. In expanding to being the winners of spelling bees and hoarders of dictionaries and other books, we love words. We love to read them, hear them, speak them and write them. We love them to a fault.

We must have the right words in the right place at the right time. And, possibly more importantly, they must be written flawlessly. We won't accept typos, spelling errors or grammatical snafus, because mistakes interrupt the flow and the meaning of our words. As a result, we expect perfection and we don't tolerate errors from ourselves or others. This religious doctrine makes it difficult to be a writer at times, but we can't help ourselves. We are obsessed with perfection.

Apa Format Example Paper

Living this way can make it difficult to meet deadlines, however, as we await the ideal word, headline or first paragraph. Sometimes we must settle for less. Sometimes we even have to settle for pretty good. It's a harsh reality, but at some point, we have to unblemished our latest assignment or task and turn it in so we can get paid. We have to let go of the perfection we covet, because it isn't going to bless us with its presence today.

You Don't Need to be exquisite But Your Writing Does

MLA Handbook for Writers of Research Papers Best

Rate This Product :

MLA Handbook for Writers of Research Papers Feature

• ISBN13: 9780873529860
• Condition: USED - Very Good
• Notes: 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

MLA Handbook for Writers of Research Papers Overview

The MLA Handbook is published by the Modern Language Association, the authority on MLA documentation style. Widely adopted in high schools, colleges, and publishing houses, the MLA Handbook treats every aspect of research writing, from selecting a topic to submitting the completed paper. The expanded, revised, and redesigned sixth edition of the Handbook is a complete, up-to-date guide to documentation style and online research.

Customer Reviews

*** Product Information and Prices Stored: Feb 26, 2012 14:47:20

Our editors, however, see it differently. They will expect perfection, not because they are masochists but because it makes their jobs easier. If our work is flawless, they have less to do. They can focus on other writer's work or planning their next issue or project. To endear ourselves to them (and to get more work), we must dutifully comply. The issue is trying to equilibrium our desire to be perfect with the reality that we will never be. We can come close though by thought about proofreading, editing and fact-checking our work prior to submission. Here's how.

Proofreading-checking for spelling, punctuation, grammatical and formatting errors-can be a tedious, cumbersome task, particularly when attempting to proof your own work, but it can be done. I normally proofread on my computer screen first, development edits as I go. When done, I print off a hard copy and go straight through line by line, reading out loud as I go. I find that I observation errors in print that I don't see on screen, and reading out loud helps me to find words that I've missed or used incorrectly (e.g., there instead of their). For well important assignments, I'll ask person else to proof it as well. In fact, I have an editing buddy with whom I trade proofreading help. I have also tried reviewing the copy backwards and reviewing for a separate item while each pass straight through the text. For example, the first time I read straight through it, I might focus on spelling, the next time on grammar, etc. Make sure you have your dictionary and grammar guide handy too while this stage.

Editing. In expanding to proofreading, I also copyedit my work, meaning I check for misplaced modifiers, tell style, check for flow, etc. This process is more intense than proofreading and can take awhile. It is also difficult to do immediately after finishing an assignment, so I will set it aside until morning when I can look at it with "fresh eyes." Often major errors will jump off the page, begging to be corrected. while this phase, you'll need to have your handy stylebook out (Ap, Apa, Chicago by hand of Style, etc.) to be sure that you've followed the accepted guidelines for things like capitalization, numbers (figures versus text) and references.

Fact-checking. Many publications, particularly magazines, will fact-check your work. In other words, they'll verify the spelling of allowable names, check dates, key facts, website addresses, phone numbers and more. While publications often hire person to do this task, by doing it yourself first, you can save the publication time and money, again development it easier to work with you. When I fact-check my writing, I first double-check the spelling of all names and places. I look at reference materials (brochures, bios, enterprise cards, etc.) that I've been given, and I search online. If I am unsure, I'll phone the traditional source to confirm a spelling. I do the same thing with dates. For key facts, I do an Internet search, marking my source to either contribute to the fact-checker up front or for my own reference should I be questioned later. This was particularly helpful when I wrote an description about a coal mine explosion in the early 1900s. My editor wanted to confirm that a single mining town was second in size only to Seattle. Before she was willing to allow me to make that statement, she wanted verification.

In spite of these techniques, we are human and it is still possible that an error will occasionally slip straight through the cracks. However, if you are diligent in your effort to submit well-written, well-documented work without definite errors, your editors and publishers will be more likely to turn to you rather than the other guy - you know who I mean - the writer who thinks he's great but who can't spell his way out of a paper bag. Make sure you are the one they turn to for stellar, (nearly) flawless work.

Happy Writing!

Copyright (c) 2007 Dana Blozis

You Don't Need to be exquisite But Your Writing Does

You Don't Need to be exquisite But Your Writing Does

To contact us Click HERE

Having written since I was a kid, I've met many authors, writers and journalists along the way. While we don't all fit the stereotype of the robed, sleepless, alcoholic writer hunched over a typewriter in the attic, we do have much in common. In expanding to being the winners of spelling bees and hoarders of dictionaries and other books, we love words. We love to read them, hear them, speak them and write them. We love them to a fault.

We must have the right words in the right place at the right time. And, possibly more importantly, they must be written flawlessly. We won't accept typos, spelling errors or grammatical snafus, because mistakes interrupt the flow and the meaning of our words. As a result, we expect perfection and we don't tolerate errors from ourselves or others. This religious doctrine makes it difficult to be a writer at times, but we can't help ourselves. We are obsessed with perfection.

Apa Format Example Paper

Living this way can make it difficult to meet deadlines, however, as we await the ideal word, headline or first paragraph. Sometimes we must settle for less. Sometimes we even have to settle for pretty good. It's a harsh reality, but at some point, we have to unblemished our latest assignment or task and turn it in so we can get paid. We have to let go of the perfection we covet, because it isn't going to bless us with its presence today.

You Don't Need to be exquisite But Your Writing Does

MLA Handbook for Writers of Research Papers Best

Rate This Product :

MLA Handbook for Writers of Research Papers Feature

• ISBN13: 9780873529860
• Condition: USED - Very Good
• Notes: 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

MLA Handbook for Writers of Research Papers Overview

The MLA Handbook is published by the Modern Language Association, the authority on MLA documentation style. Widely adopted in high schools, colleges, and publishing houses, the MLA Handbook treats every aspect of research writing, from selecting a topic to submitting the completed paper. The expanded, revised, and redesigned sixth edition of the Handbook is a complete, up-to-date guide to documentation style and online research.

Customer Reviews

*** Product Information and Prices Stored: Feb 26, 2012 14:47:20

Our editors, however, see it differently. They will expect perfection, not because they are masochists but because it makes their jobs easier. If our work is flawless, they have less to do. They can focus on other writer's work or planning their next issue or project. To endear ourselves to them (and to get more work), we must dutifully comply. The issue is trying to equilibrium our desire to be perfect with the reality that we will never be. We can come close though by thought about proofreading, editing and fact-checking our work prior to submission. Here's how.

Proofreading-checking for spelling, punctuation, grammatical and formatting errors-can be a tedious, cumbersome task, particularly when attempting to proof your own work, but it can be done. I normally proofread on my computer screen first, development edits as I go. When done, I print off a hard copy and go straight through line by line, reading out loud as I go. I find that I observation errors in print that I don't see on screen, and reading out loud helps me to find words that I've missed or used incorrectly (e.g., there instead of their). For well important assignments, I'll ask person else to proof it as well. In fact, I have an editing buddy with whom I trade proofreading help. I have also tried reviewing the copy backwards and reviewing for a separate item while each pass straight through the text. For example, the first time I read straight through it, I might focus on spelling, the next time on grammar, etc. Make sure you have your dictionary and grammar guide handy too while this stage.

Editing. In expanding to proofreading, I also copyedit my work, meaning I check for misplaced modifiers, tell style, check for flow, etc. This process is more intense than proofreading and can take awhile. It is also difficult to do immediately after finishing an assignment, so I will set it aside until morning when I can look at it with "fresh eyes." Often major errors will jump off the page, begging to be corrected. while this phase, you'll need to have your handy stylebook out (Ap, Apa, Chicago by hand of Style, etc.) to be sure that you've followed the accepted guidelines for things like capitalization, numbers (figures versus text) and references.

Fact-checking. Many publications, particularly magazines, will fact-check your work. In other words, they'll verify the spelling of allowable names, check dates, key facts, website addresses, phone numbers and more. While publications often hire person to do this task, by doing it yourself first, you can save the publication time and money, again development it easier to work with you. When I fact-check my writing, I first double-check the spelling of all names and places. I look at reference materials (brochures, bios, enterprise cards, etc.) that I've been given, and I search online. If I am unsure, I'll phone the traditional source to confirm a spelling. I do the same thing with dates. For key facts, I do an Internet search, marking my source to either contribute to the fact-checker up front or for my own reference should I be questioned later. This was particularly helpful when I wrote an description about a coal mine explosion in the early 1900s. My editor wanted to confirm that a single mining town was second in size only to Seattle. Before she was willing to allow me to make that statement, she wanted verification.

In spite of these techniques, we are human and it is still possible that an error will occasionally slip straight through the cracks. However, if you are diligent in your effort to submit well-written, well-documented work without definite errors, your editors and publishers will be more likely to turn to you rather than the other guy - you know who I mean - the writer who thinks he's great but who can't spell his way out of a paper bag. Make sure you are the one they turn to for stellar, (nearly) flawless work.

Happy Writing!

Copyright (c) 2007 Dana Blozis

You Don't Need to be exquisite But Your Writing Does

Edutopia: on 'How Did School Do?'

To contact us Click HERE
by Shelly Blake-Plock

Edutopia published a guest post of mine today about the 'How Did School Do' project. Here's a snippet...

It wasn’t long ago that language arts teacher Wheeler and his Lakewood City School District biology-teaching colleague Ken Kozar –- along with a class of eager 10th graders –- realized that certain questions weren’t being asked online. And one question above all resonated with teacher and student alike: How did school do?

Read the whole article at Edutopia.

We Can't Define Social Media

To contact us Click HERE
by John T. Spencer

Educators clamor for open access to social media in schools. We (including me) write about the need to teach digital citizenship to the digital natives. And yet . . . how do we even define social media? I witnessed many metaphors yesterday and each one of them seemed to suggest that we are attempting to find things in our physical world in order to make sense out of the digital.

I'm not sure it does make sense. At least not to me.


LocationShould we view social media as a public location? If so, does it matter where one tweets from if he or she is "on Twitter?" Is it about the network? the equipment? If it is a space, is it truly public? Does it make a difference that someone must willfully follow a person on Twitter or "friend" a person on Facebook? My speech is, in this sense, less public than it would be at a supermarket or a baseball game.

Defining social media through the lens of location becomes tricky, though. Twitter is, on some level, a spaceless space. It is real-time, but not bound by time. My words do not evaporate the way they do in conversation. Instead, I leave a ticker-tape of thoughts behind me for anyone to pick up asynchronously. In addition, social media allow users to be in many places at the same time in a way that is simply not possible without a horcrux (Harry Potter reference). 
If I can speak openly about my faith at Starbucks with a group of friends then what changes if it in a tweet instead? The size of the group, perhaps? What size is large enough to be "broadcast?" If this is the case, it would seem that the larger issue is less about the Establishment Clause than the right to assemble publicly.

Content
Should we view social media as the tools we use for the content that we produce? Is it similar to writing a book, publishing a magazine, posting a blog? What makes a tweet different from a bumper sticker in a staff parking lot, where a student might see political, personal or religious speech? How are my Instagram pictures any different from putting photography in a museum? 
The difficulty here is that the content is more accesible than in other forms of media. It is public, open to the entire world anywhere at any time. And unlike other media outlets, it is one in which the creators of the content do not have any voice in who owns the method. 
If so, then are the issues of free exercise and the establishment clause really relevant to social media? At this point, it seems that it would be more an issue of the freedom of the press. It is hard to deny the power of the pocket journalists in the Arab Spring who used social media to report on the issues in the world. 
CommunicationShould we view social media as a method of communicating? Is it simply another form of conversation, not unlike body language, voice, text, etc.? When I'm tweeting am I simply having a conversation with whoever cares to listen? 
The problem here is that social media doesn't work like traditional forms of communication. The permanence, the broadcast nature of each medium, the difficulty in determining who is "listening" make it challenging. Moreover, it becomes even more challenging when it social media, by nature, are multimedia. Twitter involves videos, pictures, symbols, text, all moving digitally. 
IdentityShould we view social media as an expression of one's identity? We use terms like digital citizenship, online identity and branding, which all suggest that social media moves beyond simply communicating and into "being." 
The problem here is that it is easier online to choose anonymity and to craft identity in ways that are much more difficult in person. In addition, social media force the individual to create separate accounts  if he or she wants to compartmentalize. I am always a teacher at school. It is my identity. My speech changes when I am off the clock, outside of school. 
I see a real danger in the notion that employers (especially if it is the government) essentially "owns" a person at all times when he or she uses social media. When the speech is permanent (as it is) and the profile is static (as it is), I don't have the chance to switch roles and responsibilities. 
What does it mean, then, to protect the personal side of a teacher (or any worker) online? At what point does a teacher still represent a school even when he or she is "away" from that context? 

Cell Phones Don't Annoy People; People Annoy People.

To contact us Click HERE
By Noah Geisel (@SenorG)

Last week, I joined fans of public radio’s This American Life, in shelling out twenty bucks to go to the movie theater for a live taping of the program. Host Ira Glass drew laughs when he talked about the many theater managers nervous that we was encouraging viewers to take out their cell phones during the show. While he was going for laughs, he was dead serious about letting folks fill the theater rooms with screen glow. Dozens of audience members in hundreds of theaters across two continents simultaneously pulled out their smart phones and fired up the app that had been created specifically for this show. Glass introduced the band OK Go, known more for their groundbreaking music videos than pop melodies. The gimmick-geared musicians did not disappoint. The easiest way I can describe the experience: the band played music and with the app the audience played Guitar Hero to accompany them. I think the consensus was that it was pretty cool stuff.

At the end of the song, folks put their phones away and the show, as they say, went on.

Cell phones have become Enemy #1 in subways, movie theaters and pretty much every public space. OK Go and This American Life provide an excellent example of how mobile technology can be mobilized for positive disruption. They succeed in showing that the negative disruptions are a product of the users, not the phones.

This is a good lesson for schools and educators to note. In edu-speak, controlling the impact of cell phones is a classroom management issue, not a cell phone issue. This does not necessarily mean educators need to be incorporating mobile into their lessons (though many readers of this blog probably do); rather, that we are at least embedding into our lessons the idea of responsible cell phone citizenship. Modeling the positive disruptions a la Ira Glass is one of many ways of fostering this important learning.

2010 in Review: 99 Most Popular Pages on Jeromy Anglim's Blog

To contact us Click HERE
In the spirit of taking stock of the year that's been, and in the spirit of festive television repeats, this post reviews 2010 for this blog.

2010 in Review

It has been a satisfying year of blogging.Subscribers have grown from 70 to around 390.Annual site visits have grown from 10,000 in 2009 to around 94,000in 2010.

I've also enjoyed getting involved with CrossValidated, Melbourne R Users, R-Bloggers, github, and Twitter.

I'm looking forward to posting more in 2011 on Sweave, reproducible research, R packages, unit testing, and more.

To all the readers of this blog, all the best for New Yearsand the year ahead.

Most Popular Pages for 2010

The following were the 99 most popular blog pages for 2010 (with 2010 page views in brackets)courtesy of Google Analytics.

1. videos-on-data-analysis-with-r (6353)
2. recovering-corrupted-excel-2007-file (5358)
3. how-to-write-literature-review-in (4180)
4. apa-style-references-in-latex (3348)
5. getting-started-with-sweave-r-latex (3241)
6. abbreviations-of-r-commands-explained (2772)
7. calculating-composite-scores-of-ability (2605)
8. learning-r-for-researchers-in (2487)
9. pronunciation-guides-for-mathematical (2216)
10. export-from-endnote-to-bibtex-jabref (1984)
11. /search/label/R (1896)
12. winedt-60-for-latex-features (1891)
13. getting-started-with-beamer-tips-and (1875)
14. multinomial-logistic-regression-spss (1673)
15. formatting-correlation-matrices-in (1654)
16. texniccenter-customisations (1594)
17. generalized-estimating-equations (1537)
18. data-mining-and-r (1508)
19. structural-equation-modelling-in-r (1456)
20. user-interface-for-r-statet-and-eclipse (1445)
21. online-mathematics-video-courses-for (1445)
22. repeated-measures-experiments-with-many (1385)
23. factor-analysis-in-r (1332)
24. difference-scores-are-they-okay-to-use (1237)
25. statistics-for-psychology-thesis (1156)
26. case-study-in-optimising-code-in-r (1127)
27. writing-method-section-in-psychology (1115)
28. how-to-write-predictions-and-hypotheses (1087)
29. sweave-tutorial-using-sweave-r-and-make (1064)
30. variable-importance-and-multiple (1063)
31. data-mining-and-statistics-video-course (1048)
32. running-command-line-programs-in (1010)
33. canonical-correlation-getting-started (1006)
34. fitting-nonlinear-regression-models-to (948)
35. analysing-ordinal-variables (933)
36. practice-questions-for-statistics-in (930)
37. converting-microsoft-word-document-into (922)
38. scoring-multiple-choice-test-in-spss (901)
39. job-satisfaction-measurement-scales (864)
40. logistic-regression-resources-in-spss (859)
41. teaching-resources (855)
42. tetrachoric-correlations-overview-and (806)
43. analysis-of-winter-olympic-medal-data (801)
44. structural-equation-modelling-and-path (800)
45. how-to-write-introduction-section-in (789)
46. implications-of-office-layout-and (788)
47. formatting-table-in-word-r-to-tab (719)
48. calculating-scale-scores-for (675)
49. /p/jeromy-anglims-academic-publications (673)
50. /p/site-map-jeromy-anglims-blog-psychology (667)
51. exploratory-factor-analysis-and-scale (646)
52. statistical-power-analysis-in-gpower-3 (645)
53. simple-beamer-template-for-getting (645)
54. introduction-to-journal-article (614)
55. introduction-to-spss-syntax-advice-for (609)
56. how-to-get-quick-access-to-full-text (563)
57. how-to-process-inquisit-raw-data-in (558)
58. item-parcelling-in-confirmatory-factor (524)
59. bootstrapping (522)
60. carryover-effects-in-repeated-measures (513)
61. r-workflow-slides-from-talk-at (508)
62. exporting-pdfs-from-jabref-using-batch (494)
63. sweave-tutorial-3-console-input-and (486)
64. sweave-tutorial-2-individual (484)
65. tips-on-reading-mathematics-for-non (476)
66. syntax-tips-for-efficient-variable (472)
67. social-network-analysis-resources-for-r (471)
68. inverting-logistic-function (455)
69. scale-construction-item-reversal-scale (452)
70. significance-tests-on-correlations (441)
71. discriminant-function-analysis (439)
72. analysis-of-multiple-choice-test (418)
73. efficient-variable-selection-in-r (414)
74. free-video-courses-on-r-structural (410)
75. meta-analysis-tips-resources-and (399)
76. practical-tips-on-how-to-conduct_05 (397)
77. choosing-auto-generation-pattern-for (389)
78. makefiles-for-sweave-r-and-latex-using (382)
79. tips-for-using-statet-and-eclipse-for (372)
80. free-online-mathematics-books (369)
81. follow-up-tests-in-anova-in-spss (367)
82. causality-and-mediation-analysis (357)
83. single-group-correlational-study-basic (355)
84. using-regular-expressions-in-r-case (350)
85. getting-started-with-writing (347)
86. clustered-samples-and-assuming (339)
87. jeromy-anglims-academic-publications (338)
88. blogs-on-r-statistics (334)
89. getting-started-with-git-egit-eclipse (331)
90. 34-minute-video-on-using-r-to-analyse (328)
91. mediation-and-moderation-reference (315)
92. article-deconstruction-how-to-writing (311)
93. introduction-to-social-network-analysis (304)
94. problems-with-high-resolution-laptops (280)
95. inquisit-simple-reaction-time-four (269)
96. matrix-algebra-in-r-resources-videos (268)
97. great-measurement-but-small-sample-size (256)
98. adjusting-correlations-for-reliability (239)
99. producing-table-of-item-descriptive (236)

2010 in Review: 99 Most Popular Pages on Jeromy Anglim's Blog

To contact us Click HERE
In the spirit of taking stock of the year that's been, and in the spirit of festive television repeats, this post reviews 2010 for this blog.

2010 in Review

It has been a satisfying year of blogging.Subscribers have grown from 70 to around 390.Annual site visits have grown from 10,000 in 2009 to around 94,000in 2010.

I've also enjoyed getting involved with CrossValidated, Melbourne R Users, R-Bloggers, github, and Twitter.

I'm looking forward to posting more in 2011 on Sweave, reproducible research, R packages, unit testing, and more.

To all the readers of this blog, all the best for New Yearsand the year ahead.

Most Popular Pages for 2010

The following were the 99 most popular blog pages for 2010 (with 2010 page views in brackets)courtesy of Google Analytics.

1. videos-on-data-analysis-with-r (6353)
2. recovering-corrupted-excel-2007-file (5358)
3. how-to-write-literature-review-in (4180)
4. apa-style-references-in-latex (3348)
5. getting-started-with-sweave-r-latex (3241)
6. abbreviations-of-r-commands-explained (2772)
7. calculating-composite-scores-of-ability (2605)
8. learning-r-for-researchers-in (2487)
9. pronunciation-guides-for-mathematical (2216)
10. export-from-endnote-to-bibtex-jabref (1984)
11. /search/label/R (1896)
12. winedt-60-for-latex-features (1891)
13. getting-started-with-beamer-tips-and (1875)
14. multinomial-logistic-regression-spss (1673)
15. formatting-correlation-matrices-in (1654)
16. texniccenter-customisations (1594)
17. generalized-estimating-equations (1537)
18. data-mining-and-r (1508)
19. structural-equation-modelling-in-r (1456)
20. user-interface-for-r-statet-and-eclipse (1445)
21. online-mathematics-video-courses-for (1445)
22. repeated-measures-experiments-with-many (1385)
23. factor-analysis-in-r (1332)
24. difference-scores-are-they-okay-to-use (1237)
25. statistics-for-psychology-thesis (1156)
26. case-study-in-optimising-code-in-r (1127)
27. writing-method-section-in-psychology (1115)
28. how-to-write-predictions-and-hypotheses (1087)
29. sweave-tutorial-using-sweave-r-and-make (1064)
30. variable-importance-and-multiple (1063)
31. data-mining-and-statistics-video-course (1048)
32. running-command-line-programs-in (1010)
33. canonical-correlation-getting-started (1006)
34. fitting-nonlinear-regression-models-to (948)
35. analysing-ordinal-variables (933)
36. practice-questions-for-statistics-in (930)
37. converting-microsoft-word-document-into (922)
38. scoring-multiple-choice-test-in-spss (901)
39. job-satisfaction-measurement-scales (864)
40. logistic-regression-resources-in-spss (859)
41. teaching-resources (855)
42. tetrachoric-correlations-overview-and (806)
43. analysis-of-winter-olympic-medal-data (801)
44. structural-equation-modelling-and-path (800)
45. how-to-write-introduction-section-in (789)
46. implications-of-office-layout-and (788)
47. formatting-table-in-word-r-to-tab (719)
48. calculating-scale-scores-for (675)
49. /p/jeromy-anglims-academic-publications (673)
50. /p/site-map-jeromy-anglims-blog-psychology (667)
51. exploratory-factor-analysis-and-scale (646)
52. statistical-power-analysis-in-gpower-3 (645)
53. simple-beamer-template-for-getting (645)
54. introduction-to-journal-article (614)
55. introduction-to-spss-syntax-advice-for (609)
56. how-to-get-quick-access-to-full-text (563)
57. how-to-process-inquisit-raw-data-in (558)
58. item-parcelling-in-confirmatory-factor (524)
59. bootstrapping (522)
60. carryover-effects-in-repeated-measures (513)
61. r-workflow-slides-from-talk-at (508)
62. exporting-pdfs-from-jabref-using-batch (494)
63. sweave-tutorial-3-console-input-and (486)
64. sweave-tutorial-2-individual (484)
65. tips-on-reading-mathematics-for-non (476)
66. syntax-tips-for-efficient-variable (472)
67. social-network-analysis-resources-for-r (471)
68. inverting-logistic-function (455)
69. scale-construction-item-reversal-scale (452)
70. significance-tests-on-correlations (441)
71. discriminant-function-analysis (439)
72. analysis-of-multiple-choice-test (418)
73. efficient-variable-selection-in-r (414)
74. free-video-courses-on-r-structural (410)
75. meta-analysis-tips-resources-and (399)
76. practical-tips-on-how-to-conduct_05 (397)
77. choosing-auto-generation-pattern-for (389)
78. makefiles-for-sweave-r-and-latex-using (382)
79. tips-for-using-statet-and-eclipse-for (372)
80. free-online-mathematics-books (369)
81. follow-up-tests-in-anova-in-spss (367)
82. causality-and-mediation-analysis (357)
83. single-group-correlational-study-basic (355)
84. using-regular-expressions-in-r-case (350)
85. getting-started-with-writing (347)
86. clustered-samples-and-assuming (339)
87. jeromy-anglims-academic-publications (338)
88. blogs-on-r-statistics (334)
89. getting-started-with-git-egit-eclipse (331)
90. 34-minute-video-on-using-r-to-analyse (328)
91. mediation-and-moderation-reference (315)
92. article-deconstruction-how-to-writing (311)
93. introduction-to-social-network-analysis (304)
94. problems-with-high-resolution-laptops (280)
95. inquisit-simple-reaction-time-four (269)
96. matrix-algebra-in-r-resources-videos (268)
97. great-measurement-but-small-sample-size (256)
98. adjusting-correlations-for-reliability (239)
99. producing-table-of-item-descriptive (236)